Integrated Care Models and Neuropsychological Intervention Tech. Applied to Cardiovascular Diseases and Metabolic Synd.
A.Y. 2025/2026
Learning objectives
· The aim of the course is to provide students with a historical and current overview of psychocardiology, to
understand the evolution and importance of this field in the management of cardiovascular diseases.
· The course aims to discuss the importance of integrating clinical psychology services into relevant operative
units/departments (cardiology, cardiac surgery, psychological rehabilitation) in synergy with other services, such as
non-profit organizations, for a holistic management of the cardiac patient.
· The purpose of the course is to describe the various psychological interventions to be implemented based on the
type of heart disease and the patient's developmental age.
· The course aims to consolidate the knowledge of motivational interviewing and basic communication skills (open
questions, affirmations, reflections, and summaries) to promote patient autonomy in managing their disease, to
improve treatment adherence and quality of life, also in preparation for the Techniques of Communication and
Relationship with the Cardiac Patient laboratory
understand the evolution and importance of this field in the management of cardiovascular diseases.
· The course aims to discuss the importance of integrating clinical psychology services into relevant operative
units/departments (cardiology, cardiac surgery, psychological rehabilitation) in synergy with other services, such as
non-profit organizations, for a holistic management of the cardiac patient.
· The purpose of the course is to describe the various psychological interventions to be implemented based on the
type of heart disease and the patient's developmental age.
· The course aims to consolidate the knowledge of motivational interviewing and basic communication skills (open
questions, affirmations, reflections, and summaries) to promote patient autonomy in managing their disease, to
improve treatment adherence and quality of life, also in preparation for the Techniques of Communication and
Relationship with the Cardiac Patient laboratory
Expected learning outcomes
· At the end of the course, students will be able to analyze and evaluate the psychosocial aspects that characterize
adults with various types of heart disease, and to propose targeted psychological interventions based on the
characteristics and needs of the patient.
· Students will acquire the necessary skills to apply strategies that promote patient autonomy in managing their
disease, with the aim of improving treatment adherence and quality of life.
· Students will be able to understand and apply the theoretical principles of motivational interviewing, using them
as a preparatory tool for practical exercises in the laboratory.
· Students will gain greater competence in the design and implementation of research projects (both quantitative
and qualitative) for patients with various types of heart disease.
adults with various types of heart disease, and to propose targeted psychological interventions based on the
characteristics and needs of the patient.
· Students will acquire the necessary skills to apply strategies that promote patient autonomy in managing their
disease, with the aim of improving treatment adherence and quality of life.
· Students will be able to understand and apply the theoretical principles of motivational interviewing, using them
as a preparatory tool for practical exercises in the laboratory.
· Students will gain greater competence in the design and implementation of research projects (both quantitative
and qualitative) for patients with various types of heart disease.
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Course syllabus
1. Needs analysis and introduction to psychocardiology: history, models, and fields of application
Duration: 4 hours
Objectives:
Provide a historical and current overview of psychocardiology, illustrating the evolution of the field and its main clinical application areas.
Introduce integrated care models (WHO, CCM), highlighting the importance of multidisciplinary teamwork and support networks.
2. The psychological approach to congenital heart disease, international guidelines, and multidisciplinarity
Duration: 4 hours
Objectives:
Analyze the psychological approach to congenital heart disease according to the main international and multidisciplinary guidelines.
Assess models for integrating clinical psychology services, with particular attention to the role of patient associations and teamwork.
3. Research in psychocardiology: quantitative, qualitative methods, and PROMs
Duration: 4 hours
Objectives:
Illustrate research methodologies (quantitative, qualitative, PROMs) in psychocardiology, with clinical application examples.
Provide critical tools for reading and evaluating scientific studies on congenital and acquired heart disease.
4. Psychocardiology in childhood and adolescence: psychosocial outcomes, art therapy, and medical trauma prevention
Duration: 4 hours
Objectives:
Analyze the main psychosocial outcomes in children and adolescents with congenital heart disease and in their families (mental health, self-esteem, social functioning, school inclusion).
Apply psychological support strategies in hospital settings, with particular focus on art therapy practices.
Understand and prevent medical trauma: recognition, management of post-traumatic symptoms, use of screening tools, and evidence-based techniques such as EMDR.
Promote the active involvement and protection of children's information rights in healthcare and communication.
5. Transition to adulthood and psychological support for adolescents and young adults with congenital heart disease
Duration: 4 hours
Objectives:
Understand the transition of care process in patients with congenital heart disease: organizational, educational, psychological, and logistical aspects, with reference to international models.
Analyze the development of self-management and empowerment skills, practical tools (HEADDDSS, PRECEDE model), disease knowledge, therapeutic autonomy, and care continuity.
Recognize and explore identity needs and risks of psychopathology (anxiety, depression, post-traumatic disorders, difficulties in social/work inclusion), using outcome data.
Apply integrated psychological counseling techniques (EMDR, Gestalt), work on identity beliefs, and engage with real clinical cases.
Promote social, occupational, and educational inclusion, and prevent loss to follow-up.
6. Psychological intervention with patients with acquired heart disease: psychosocial aspects, cardiac surgery, and rehabilitation
Duration: 4 hours
Objectives:
Analyze the main psychosocial risk factors in patients with acquired heart disease.
Describe screening tools, the role and presence of the psychologist according to national regulations and best practices.
Illustrate psychological intervention strategies in cardiac surgery and rehabilitation (individual, group, therapeutic education).
7. Motivational interviewing applied to cardiac patients, review, conclusions, and final feedback
Duration: 4 hours
Objectives:
Deepen the theoretical and practical aspects of motivational interviewing applied to cardiac patients.
Prepare for laboratory exercises through clinical cases, exercises, critical review, and discussion on communication techniques.
Provide a structured space for feedback and Q&A, useful for exam and laboratory preparation.
METABOLIC SYNDROME MODULE
1. Analysis of training demand and introduction to chronic diseases and metabolic syndromes: origins, clinical and psychological aspects
Duration: 4 hours
Objectives: To provide a historical and current overview of chronic diseases and metabolic syndromes, with particular reference to psychological aspects.
2. Introduction to Obesity: History, Clinical and Psychological Aspects, Models of Intervention
Duration: 4 hours
Objectives: To provide a historical and current overview of obesity as a risk factor and overt, with particular reference to primary, secondary and tertiary prevention and psychological intervention models.
3. Introduction to insulin resistance and diabetes: history, clinical and psychological aspects, intervention models.
Duration: 4 hours
Objectives: To provide a historical and current overview of insulin resistance and obesity as a risk factor and as a clinical and psychological intervention model, with particular reference to primary, secondary and tertiary prevention and psychological intervention models.
4. From Research to the Clinic: Working with Diabetic and Device Patients
Duration: 8 hours
Aims: To provide an overview of the possible work between medical diagnosis and psychological support, both from a clinical and research perspective
5. How to Work with Patients: Health Behaviour Models and Integrative Psychological Interventions.
Duration: 8 hrs.
Aims: Based on health behaviour models and the clinical interview
Translated with DeepL.com (free version)
Duration: 4 hours
Objectives:
Provide a historical and current overview of psychocardiology, illustrating the evolution of the field and its main clinical application areas.
Introduce integrated care models (WHO, CCM), highlighting the importance of multidisciplinary teamwork and support networks.
2. The psychological approach to congenital heart disease, international guidelines, and multidisciplinarity
Duration: 4 hours
Objectives:
Analyze the psychological approach to congenital heart disease according to the main international and multidisciplinary guidelines.
Assess models for integrating clinical psychology services, with particular attention to the role of patient associations and teamwork.
3. Research in psychocardiology: quantitative, qualitative methods, and PROMs
Duration: 4 hours
Objectives:
Illustrate research methodologies (quantitative, qualitative, PROMs) in psychocardiology, with clinical application examples.
Provide critical tools for reading and evaluating scientific studies on congenital and acquired heart disease.
4. Psychocardiology in childhood and adolescence: psychosocial outcomes, art therapy, and medical trauma prevention
Duration: 4 hours
Objectives:
Analyze the main psychosocial outcomes in children and adolescents with congenital heart disease and in their families (mental health, self-esteem, social functioning, school inclusion).
Apply psychological support strategies in hospital settings, with particular focus on art therapy practices.
Understand and prevent medical trauma: recognition, management of post-traumatic symptoms, use of screening tools, and evidence-based techniques such as EMDR.
Promote the active involvement and protection of children's information rights in healthcare and communication.
5. Transition to adulthood and psychological support for adolescents and young adults with congenital heart disease
Duration: 4 hours
Objectives:
Understand the transition of care process in patients with congenital heart disease: organizational, educational, psychological, and logistical aspects, with reference to international models.
Analyze the development of self-management and empowerment skills, practical tools (HEADDDSS, PRECEDE model), disease knowledge, therapeutic autonomy, and care continuity.
Recognize and explore identity needs and risks of psychopathology (anxiety, depression, post-traumatic disorders, difficulties in social/work inclusion), using outcome data.
Apply integrated psychological counseling techniques (EMDR, Gestalt), work on identity beliefs, and engage with real clinical cases.
Promote social, occupational, and educational inclusion, and prevent loss to follow-up.
6. Psychological intervention with patients with acquired heart disease: psychosocial aspects, cardiac surgery, and rehabilitation
Duration: 4 hours
Objectives:
Analyze the main psychosocial risk factors in patients with acquired heart disease.
Describe screening tools, the role and presence of the psychologist according to national regulations and best practices.
Illustrate psychological intervention strategies in cardiac surgery and rehabilitation (individual, group, therapeutic education).
7. Motivational interviewing applied to cardiac patients, review, conclusions, and final feedback
Duration: 4 hours
Objectives:
Deepen the theoretical and practical aspects of motivational interviewing applied to cardiac patients.
Prepare for laboratory exercises through clinical cases, exercises, critical review, and discussion on communication techniques.
Provide a structured space for feedback and Q&A, useful for exam and laboratory preparation.
METABOLIC SYNDROME MODULE
1. Analysis of training demand and introduction to chronic diseases and metabolic syndromes: origins, clinical and psychological aspects
Duration: 4 hours
Objectives: To provide a historical and current overview of chronic diseases and metabolic syndromes, with particular reference to psychological aspects.
2. Introduction to Obesity: History, Clinical and Psychological Aspects, Models of Intervention
Duration: 4 hours
Objectives: To provide a historical and current overview of obesity as a risk factor and overt, with particular reference to primary, secondary and tertiary prevention and psychological intervention models.
3. Introduction to insulin resistance and diabetes: history, clinical and psychological aspects, intervention models.
Duration: 4 hours
Objectives: To provide a historical and current overview of insulin resistance and obesity as a risk factor and as a clinical and psychological intervention model, with particular reference to primary, secondary and tertiary prevention and psychological intervention models.
4. From Research to the Clinic: Working with Diabetic and Device Patients
Duration: 8 hours
Aims: To provide an overview of the possible work between medical diagnosis and psychological support, both from a clinical and research perspective
5. How to Work with Patients: Health Behaviour Models and Integrative Psychological Interventions.
Duration: 8 hrs.
Aims: Based on health behaviour models and the clinical interview
Translated with DeepL.com (free version)
Prerequisites for admission
· Possess a basic knowledge of clinical interview techniques and psychological assessment, necessary for practical exercises and understanding clinical cases. · Have a fundamental understanding of the principles of health psychology and chronic illness, for a holistic view of the cardiac patient and metabolic syndrome patient. · Basic knowledge of research methodologies in psychology, essential for understanding and analyzing scientific articles discussed in the course. · Ability to read scientific articles in English, as some of the teaching material may be in this language
Teaching methods
Teaching activities are organized as follows:
Interactive frontal lectures;
Small group work on clinical cases and applied scenarios;
Responses to questions and surveys using the Wooclap platform;
Guided classroom discussions.
At the end of each lesson, the slides and the output of interactive activities conducted through Wooclap will be made available on Ariel.
Interactive frontal lectures;
Small group work on clinical cases and applied scenarios;
Responses to questions and surveys using the Wooclap platform;
Guided classroom discussions.
At the end of each lesson, the slides and the output of interactive activities conducted through Wooclap will be made available on Ariel.
Teaching Resources
· Apers, S., Kovacs, A. H., Luyckx, K., Alday, L., Berghammer, M., Budts, W., . . . Moons, P. (2014). Assessment of Patterns of Patient-Reported Outcomes in Adults with Congenital Heart disease - International Study (APPROACH-IS): Rationale, design, and methods. Int J Cardiol, 179C, 334-342. doi:10.1016/j.ijcard.2014.11.084
· Callus, E., Farè, C., & Quadri, E. (2015). Psychological Aspects in Congenital Heart Disease: A Lifelong Perspective. In G. Butera, M. Chessa, A. Eicken, & J. Thomson (Eds.), Cardiac Catheterization for Congenital Heart Disease (pp. 149-156): Springer Milan. · Callus, E., Pagliuca, S., Bertoldo, E. G., Fiolo, V., Jackson, A. C., Boveri, S., . . . Menicanti, L. (2020). The monitoring of psychosocial factors during hospitalization before and after cardiac surgery until discharge from cardiac rehabilitation: a research protocol. Frontiers in Psychology, 11, 2202.ù
· Callus, E., Pagliuca, S., Boveri, S., Ambrogi, F., Luyckx, K., Kovacs, A. H., . . . the International Society for Adult Congenital Heart, D. (2021). Phenotypes of adults with congenital heart disease around the globe: a cluster analysis. Health Qual Life Outcomes, 19(1), 53. doi:10.1186/s12955-021-01696-x
· Callus, E., Pietrabissa, G., & Vilchinsky, N. (2021). Editorial: Mind the Heart - Psychosocial Risk Factors and Cognitive Functioning in Cardiovascular Disease. Front Psychol, 12, 670235. doi:10.3389/fpsyg.2021.670235
· Callus, E., & Pravettoni, G. (2018). The Role of Clinical Psychology and Peer to Peer Support in the Management of Chronic Medical Conditions - A Practical Example With Adults With Congenital Heart Disease. Front Psychol, 9, 731. doi:10.3389/fpsyg.2018.00731 · Callus, E., Quadri, E., & Chessa, M. (2010). Elements of psychocardiology in the psychosocial handling of adults with congenital heart disease. Front Psychol, 1, 34. doi:10.3389/fpsyg.2010.00034
· Callus, E., Quadri, E., Compare, A., Tovo, A., Giamberti, A., & Chessa, M. (2013). Life experiences and coping strategies in adults with congenital heart disease. Pediatr Med Chir, 35(5), 231-240. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/24516946
· Callus, E., Quadri, E., Passerini, C., & Tovo, A. (2015). Psychological Functioning and Life Experiences in Adults with Congenital Heart Disease. In Clinical Psychology and Congenital Heart Disease, Lifelong Psychological Aspects and Interventions: Springer-Verlag Italia.
· Callus, E., Utens, E. M., Quadri, E., Ricci, C., Carminati, M., Giamberti, A., & Chessa, M. (2014). The impact of actual and perceived disease severity on pre-operative psychological well-being and illness behaviour in adult congenital heart disease patients. Cardiol Young, 24(2), 275-282. doi:10.1017/S1047951113000218
· Campioni, G., Callus, E., & Quadri, E. (2015). The Role of Associations in Congenital Heart Disease: Peer Counseling and Advocacy. In Clinical Psychology and Congenital Heart Disease, Lifelong Psychological Aspects and Interventions: Springer-Verlag Italia.
· Moons, P., Bratt, E. L., De Backer, J., Goossens, E., Hornung, T., Tutarel, O., . . . Thomet, C. (2021). Transition to adulthood and transfer to adult care of adolescents with congenital heart disease: a global consensus statement of the ESC Association of Cardiovascular Nursing and Allied Professions (ACNAP), the ESC Working Group on Adult Congenital Heart Disease (WG ACHD), the Association for European Paediatric and Congenital Cardiology (AEPC), the Pan-African Society of Cardiology (PASCAR), the Asia-Pacific Pediatric Cardiac Society (APPCS), the InterAmerican Society of Cardiology (IASC), the Cardiac Society of Australia and New Zealand (CSANZ), the International Society for Adult Congenital Heart Disease (ISACHD), the World Heart Federation (WHF), the European Congenital Heart Disease Organisation (ECHDO), and the Global Alliance for Rheumatic and Congenital Hearts (Global ARCH). Eur Heart J, 42(41), 4213-4223. doi:10.1093/eurheartj/ehab388
· Quadri, E., Callus, E., Palmero, E., & Farè, C. (2015). Art Therapy as a Psychological Intervention for Hospitalized Congenital Heart Disease Children In Clinical Psychology and Congenital Heart Disease, Lifelong Psychological Aspects and Interventions: Springer-Verlag Italia.
· Sommaruga, M., Angelino, E., Della Porta, P., Abatello, M., Baiardo, G., Balestroni, G., . . . Pierobon, A. (2018). Best practice in psychological activities in cardiovascular prevention and rehabilitation: Position Paper. Monaldi Arch Chest Dis, 88(2), 966. doi:10.4081/monaldi.2018.966 · Utens, E., Callus, E., Levert, E. M., De Groote, K., & Casey, F. (2018). Multidisciplinary family-centred psychosocial care for patients with CHD: consensus recommendations from the AEPC Psychosocial Working Group -. Cardiol Young, 28(2)
· Van Bulck, L., Luyckx, K., Goossens, E., Apers, S., Kovacs, A. H., Thomet, C., . . . Moons, P. (2019). Patient-reported outcomes of adults with congenital heart disease from eight European countries: scrutinising the association with healthcare system performance. Eur J Cardiovasc Nurs, 18(6), 465-473. doi:10.1177/1474515119834484
· Il corpo malato. L'intervento psicologico. Bruno G. Bara (Curatore). Raffaello Cortina Editore, 2023
· Any further materials will be communicated during the lessons
· Callus, E., Farè, C., & Quadri, E. (2015). Psychological Aspects in Congenital Heart Disease: A Lifelong Perspective. In G. Butera, M. Chessa, A. Eicken, & J. Thomson (Eds.), Cardiac Catheterization for Congenital Heart Disease (pp. 149-156): Springer Milan. · Callus, E., Pagliuca, S., Bertoldo, E. G., Fiolo, V., Jackson, A. C., Boveri, S., . . . Menicanti, L. (2020). The monitoring of psychosocial factors during hospitalization before and after cardiac surgery until discharge from cardiac rehabilitation: a research protocol. Frontiers in Psychology, 11, 2202.ù
· Callus, E., Pagliuca, S., Boveri, S., Ambrogi, F., Luyckx, K., Kovacs, A. H., . . . the International Society for Adult Congenital Heart, D. (2021). Phenotypes of adults with congenital heart disease around the globe: a cluster analysis. Health Qual Life Outcomes, 19(1), 53. doi:10.1186/s12955-021-01696-x
· Callus, E., Pietrabissa, G., & Vilchinsky, N. (2021). Editorial: Mind the Heart - Psychosocial Risk Factors and Cognitive Functioning in Cardiovascular Disease. Front Psychol, 12, 670235. doi:10.3389/fpsyg.2021.670235
· Callus, E., & Pravettoni, G. (2018). The Role of Clinical Psychology and Peer to Peer Support in the Management of Chronic Medical Conditions - A Practical Example With Adults With Congenital Heart Disease. Front Psychol, 9, 731. doi:10.3389/fpsyg.2018.00731 · Callus, E., Quadri, E., & Chessa, M. (2010). Elements of psychocardiology in the psychosocial handling of adults with congenital heart disease. Front Psychol, 1, 34. doi:10.3389/fpsyg.2010.00034
· Callus, E., Quadri, E., Compare, A., Tovo, A., Giamberti, A., & Chessa, M. (2013). Life experiences and coping strategies in adults with congenital heart disease. Pediatr Med Chir, 35(5), 231-240. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/24516946
· Callus, E., Quadri, E., Passerini, C., & Tovo, A. (2015). Psychological Functioning and Life Experiences in Adults with Congenital Heart Disease. In Clinical Psychology and Congenital Heart Disease, Lifelong Psychological Aspects and Interventions: Springer-Verlag Italia.
· Callus, E., Utens, E. M., Quadri, E., Ricci, C., Carminati, M., Giamberti, A., & Chessa, M. (2014). The impact of actual and perceived disease severity on pre-operative psychological well-being and illness behaviour in adult congenital heart disease patients. Cardiol Young, 24(2), 275-282. doi:10.1017/S1047951113000218
· Campioni, G., Callus, E., & Quadri, E. (2015). The Role of Associations in Congenital Heart Disease: Peer Counseling and Advocacy. In Clinical Psychology and Congenital Heart Disease, Lifelong Psychological Aspects and Interventions: Springer-Verlag Italia.
· Moons, P., Bratt, E. L., De Backer, J., Goossens, E., Hornung, T., Tutarel, O., . . . Thomet, C. (2021). Transition to adulthood and transfer to adult care of adolescents with congenital heart disease: a global consensus statement of the ESC Association of Cardiovascular Nursing and Allied Professions (ACNAP), the ESC Working Group on Adult Congenital Heart Disease (WG ACHD), the Association for European Paediatric and Congenital Cardiology (AEPC), the Pan-African Society of Cardiology (PASCAR), the Asia-Pacific Pediatric Cardiac Society (APPCS), the InterAmerican Society of Cardiology (IASC), the Cardiac Society of Australia and New Zealand (CSANZ), the International Society for Adult Congenital Heart Disease (ISACHD), the World Heart Federation (WHF), the European Congenital Heart Disease Organisation (ECHDO), and the Global Alliance for Rheumatic and Congenital Hearts (Global ARCH). Eur Heart J, 42(41), 4213-4223. doi:10.1093/eurheartj/ehab388
· Quadri, E., Callus, E., Palmero, E., & Farè, C. (2015). Art Therapy as a Psychological Intervention for Hospitalized Congenital Heart Disease Children In Clinical Psychology and Congenital Heart Disease, Lifelong Psychological Aspects and Interventions: Springer-Verlag Italia.
· Sommaruga, M., Angelino, E., Della Porta, P., Abatello, M., Baiardo, G., Balestroni, G., . . . Pierobon, A. (2018). Best practice in psychological activities in cardiovascular prevention and rehabilitation: Position Paper. Monaldi Arch Chest Dis, 88(2), 966. doi:10.4081/monaldi.2018.966 · Utens, E., Callus, E., Levert, E. M., De Groote, K., & Casey, F. (2018). Multidisciplinary family-centred psychosocial care for patients with CHD: consensus recommendations from the AEPC Psychosocial Working Group -. Cardiol Young, 28(2)
· Van Bulck, L., Luyckx, K., Goossens, E., Apers, S., Kovacs, A. H., Thomet, C., . . . Moons, P. (2019). Patient-reported outcomes of adults with congenital heart disease from eight European countries: scrutinising the association with healthcare system performance. Eur J Cardiovasc Nurs, 18(6), 465-473. doi:10.1177/1474515119834484
· Il corpo malato. L'intervento psicologico. Bruno G. Bara (Curatore). Raffaello Cortina Editore, 2023
· Any further materials will be communicated during the lessons
Assessment methods and Criteria
The exam consists exclusively of a written test made up of closed-ended multiple choice questions (MCQ - Multiple Choice Questions).
Total number of questions:
30 questions for the cardiovascular module and 30 questions for the metabolic syndrome module, for a total of 60 questions.
Each question is worth 0.5 points. The maximum overall score is 30/30.
Passing criteria:
In order to pass the exam, students must achieve a minimum score of 8/15 in both the cardiovascular module and the metabolic syndrome module (the two modules are graded separately; the threshold must be reached in both).
Final scores will be rounded in favor of the students.
An exam completed without any errors will be awarded a 30 cum laude (highest honors).
Question structure:
Each question offers 4 possible answers, with only one being unequivocally correct.
The distractors are designed to assess real critical and applicative understanding of the topics, avoiding obvious or purely mnemonic responses.
Marking and communication of results:
Results will be communicated via the Ariel platform within the prescribed time frame.
Total number of questions:
30 questions for the cardiovascular module and 30 questions for the metabolic syndrome module, for a total of 60 questions.
Each question is worth 0.5 points. The maximum overall score is 30/30.
Passing criteria:
In order to pass the exam, students must achieve a minimum score of 8/15 in both the cardiovascular module and the metabolic syndrome module (the two modules are graded separately; the threshold must be reached in both).
Final scores will be rounded in favor of the students.
An exam completed without any errors will be awarded a 30 cum laude (highest honors).
Question structure:
Each question offers 4 possible answers, with only one being unequivocally correct.
The distractors are designed to assess real critical and applicative understanding of the topics, avoiding obvious or purely mnemonic responses.
Marking and communication of results:
Results will be communicated via the Ariel platform within the prescribed time frame.
M-PSI/08 - CLINICAL PSYCHOLOGY - University credits: 8
Lessons: 56 hours
Professors:
Callus Edward, Guiddi Paolo
Educational website(s)
Professor(s)
Reception:
By appointment via e-mail
Reception:
The time and place of the office hours will be communicated by the professor during class.
The time and place of the office hours will be communicated by the professor during class.